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Full-Text Articles in Psychology
A Psychosocial Resilience Curriculum Provides The “Missing Piece” To Boost Adolescent Physical Health: A Randomized Controlled Trial Of Girls First In India, K. Sachs Leventhal, L. M. Demaria, Jane Gillham, G. Andrew, J. Peabody, S. M. Leventhal
A Psychosocial Resilience Curriculum Provides The “Missing Piece” To Boost Adolescent Physical Health: A Randomized Controlled Trial Of Girls First In India, K. Sachs Leventhal, L. M. Demaria, Jane Gillham, G. Andrew, J. Peabody, S. M. Leventhal
Psychology Faculty Works
Rationale and objectives: Despite a recent proliferation of interventions to improve health, education, and livelihoods for girls in low and middle income countries, psychosocial wellbeing has been neglected. This oversight is particularly problematic as attending to psychosocial development may be important not only for psychosocial but also physical wellbeing. This study examines the physical health effects of Girls First, a combined psychosocial (Girls First Resilience Curriculum [RC]) and adolescent physical health (Girls First Health Curriculum [HC]) intervention (RC + HC) versus its individual components (i.e., RC, HC) and a control group. We expected Girls First to improve physical health versus …
Building Psychosocial Assets And Wellbeing Among Adolescent Girls: A Randomized Controlled Trial, K. S. Leventhal, Jane Gillham, L. M. Demaria, G. Andrew, J. W. Peabody, S. Leventhal
Building Psychosocial Assets And Wellbeing Among Adolescent Girls: A Randomized Controlled Trial, K. S. Leventhal, Jane Gillham, L. M. Demaria, G. Andrew, J. W. Peabody, S. Leventhal
Psychology Faculty Works
We conducted a randomized controlled trial of a 5-month resilience-based program (Girls First Resilience Curriculum or RC) among 2308 rural adolescent girls at 57 government schools in Bihar, India. Local women with at least a 10th grade education served as group facilitators. Girls receiving RC improved more (vs. controls) on emotional resilience, self-efficacy, social-emotional assets, psychological wellbeing, and social wellbeing. Effects were not detected on depression. There was a small, statistically significant negative effect on anxiety (though not likely clinically significant). Results suggest psychosocial assets and wellbeing can be improved for girls in high-poverty, rural schools through a brief school-day …
Fostering Emotional, Social, Physical And Educational Wellbeing In Rural India: The Methods Of A Multi-Arm Randomized Controlled Trial Of Girls First, K. S. Leventhal, L. M. Demaria, Jane Gillham, G. Andrew, J. W. Peabody, S. Leventhal
Fostering Emotional, Social, Physical And Educational Wellbeing In Rural India: The Methods Of A Multi-Arm Randomized Controlled Trial Of Girls First, K. S. Leventhal, L. M. Demaria, Jane Gillham, G. Andrew, J. W. Peabody, S. Leventhal
Psychology Faculty Works
Background: There are 600 million girls in low and middle income countries (LMICs), many of whom are at great risk for poor health and education. There is thus great need for programs that can effectively improve wellbeing for these girls. Although many interventions have been developed to address these issues, most focus on health and education without integrating attention to social and emotional factors. This omission is unfortunate, as nascent evidence indicates that these factors are closely related to health and education. This paper describes the methods of a 4-arm randomized controlled trial among 3,560 adolescent girls in rural Bihar, …
Resilience Education, Jane Gillham, R. M. Abenavoli, S. M. Brunwasser, M. Linkins, K. J. Reivich, M. E. P. Seligman
Resilience Education, Jane Gillham, R. M. Abenavoli, S. M. Brunwasser, M. Linkins, K. J. Reivich, M. E. P. Seligman
Psychology Faculty Works
As a primary learning and social environment for most children, schools have tremendous potential to, and responsibility for, promoting resilience and well-being in children. This chapter reviews the rationale for focusing on resilience in education and illustrates some of the ways that schools can promote resilience in young people. Although resilience education can also encompass academic or educational resilience, the authors focus primarily on the power of schools to promote students’ social and emotional well-being and provide examples from their team’s work on school-based resilience and positive psychology interventions. As they hope to show, resilience education holds great promise in …